A prediction graphing activity revealed preschool children's classification thinking and misconceptions, which class discussion and pictures corrected¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most children correctly predicted pumpkins grow on vines, but some chose underground; after discussion and pictures, all children agreed pumpkins grow on vines. → Kirova 2002

Evidence¶

Kirova 2002¶

Kirova, Anna; Bhargava, Ambika. (2002). Learning To Guide Preschool Children's Mathematical Understanding: A Teacher's Professional Growth. Early Childhood Research & Practice. http://ecrp.uiuc.edu/v4n1/kirova.html

q2 · i? · the article prints no effect size for this finding · qualitative · r2

Classroom graphing activity (Figure 2, "How Do Pumpkins Grow?") in which children placed name cards by their predictions. "The majority of the children chose correctly that pumpkins grew on vines," while Sid and Jamie chose underground; after discussion all agreed pumpkins grow on vines.

"The majority of the children chose correctly that pumpkins grew on vines. Sid, however, stated, "Pumpkins grow underground like potatoes.""

Discussion¶

Related Claims¶

• Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition — the general claim this finding bears on, with the studies behind it
• Preschool children demonstrate behavioral knowledge of classification, one-to-one correspondence, and seriation during everyday free play with everyday materials — related